EARLY CHILDHOOD 2017-08-29T05:00:43+00:00

Here to Assist You

Tawana Moreland, Supervisor
973-399-3942 x1536

Christine Carimbocas
973-399-3942 x1511

Gail Hughes
973-399-3942 x1514
973-399-7873 Fax

Gloria James
973-399-3942 x1512



You Should Know


Children must be between the ages of 3 and 4 years old by October 1st and be a resident of Irvington in order to be eligible for enrollment.

Who is Eligible?
Children who turn 3 years old on or before October 1
Children who turn 4 years old on or before October 1

Re-registration for students continuing for a second year in preschool is available beginning February 1, 2018

Registration for NEW students beginning preschool is available to the public beginning March 1, 2018

Registration for all In-district and Contracted Providers will be processed at:

The Office of Early Childhood
Augusta Preschool Academy 97 Augusta Street, Irvington, New Jersey 07111

Registration Hours:

Monday – Thursday 9:00am-1:00pm (No Registration on Friday)

NEW REGISTRATION, please bring the following original documents:

1. Birth Certificate/Passport/Visa/Green Card

2. Immunization Record (If applicable, record must include Tuberculin Test with Result)

3. Physical/Examination-Health

4. Proof of Residency (Mortgage Statement, PSE&G bill, Cable bill, Tax bill, Yearly lease or Month-to-Month lease)

5. Level Lead Test dated and stamped

6. Custody Papers ( If Applicable)

RE-REGISTRATION, please bring the following documents:

1. Birth Certificate/Passport/Visa/Green Card

2. Immunization Record (If applicable, record must include Tuberculin Test with Result)

3. Proof of Residency (Mortgage Statement, PSE&G bill, Cable bill, Tax bill, Yearly lease or Month-to-Month lease)

Gail Hughes, Registration Secretary – 973-399-3942 ext. 1514

Kindergarten Registration

Kindergarten Registration will be accepted at your local Elementary School

Berkeley Terrace School, 787 Grove Street

Chancellor Avenue School, 844 Chancellor Avenue

Florence Avenue School, 1324 Springfield Avenue

Grove Street School, 602 Grove Street

Madison Avenue School, 36 Mt. Vernon Avenue

Mt. Vernon Avenue School, 54 Mt. Vernon Avenue

Thurgood Marshall School, 141-181 Montgomery Avenue



The Office of Early Childhood believes in:

An inclusive educational program that builds on learning experiences which develop passionate lifelong learners who cooperatively, as well as independently, work to create, investigate, and solve problems.

An instructional program that accelerates learning for all students, builds on the strengths and interests of each child, involves children in ALL steps of the learning process, and documents students’ growth and development through authentic assessment.

A variety of powerful teaching strategies that include technology and vivid concrete learning experiences which engage students in meaningful, centered experiences and that address all learning modalities.

The Creative Curriculum Overview

Creative Curriculum is one of four State approved curricula. Creative Curriculum provides for positive interaction, social emotional competencies, constructive play and Teacher-Family interactions. Creative Curriculum is research based and is offered in English and Spanish, which supports Spanish speaking students. The curriculum is comprised of a comprehensive collection of daily practice and knowledge building.

The theoretical perspective that The Creative Curriculum for Preschool (Dodge, Colker, & Heroman, 2002) focuses on the constructivist view. Constructivists believe that students construct understanding by making sense of their world (Posner, 2004). The major ideas of the constructivism view are that learners have to be engaged and active in constructing ideas and concepts (Brandon & All, 2008). In education, when using the constructivism theory, the teacher is to engage students during dialogue and conversations. Also, teachers need to encourage and allow students to make discoveries in a collaborative, student-centered, and interactive learning environment (Brandon & All, 2008). Brandon and All (2008) stated that educators should design lessons that are aligned with the current state of student’s knowledge. Educators become facilitators and coaches. Constructivist rejects the notation of rote memorization.

The Learning Environment

Value of Learning Centers: In the Early Childhood Department, we believe in a center-based approach to learning. Each center is carefully arranged and planned for a quality experience and a fully enriched environment. All classrooms will have a library area which is the largest area in the classroom.

The classroom design is so critical when giving our preschoolers a quality education. Not only should the atmosphere be nurturing and safe but it should also be organized and arranged in a way so children can navigate smoothly throughout the day. A good classroom design can promote positive behavior and increase student cooperation. It sends a comfortable message to students and has defined learning centers for easy transitions and relaxed planning.

Clearly each school is different and the classroom design will depend on various factors such as size, fire exits, windows, etc. However, all classrooms are organized and thorough with each learning center in mind. When considering classroom design, we consider how each center is used. For example, we do not put the block center (noisy) next to the library center. Classrooms must all have a natural flow. Furniture is also very important and should be sturdy, durable, and not plastic. Shelving should be appropriate for children and materials should be within reach. All furniture should be high enough for children but low enough for teachers to see throughout the classroom. All materials should be labeled with a word and picture so children can participate in clean up time.



The Program focuses upon individual success, provides child initiated learning experiences, and promotes growth in cognitive, physical, social, and emotional areas. Parents and teachers are involved in a cooperative effort to meet the program goals as students construct their own understanding of the world through active involvement with materials, people, and ideas.

The adult’s role is to facilitate this process by creating opportunities for children to undertake self-planned activities and to reflect on those activities. Adults will further support children by providing appropriate materials, planned spaces, and a consistent daily routine. Adults will understand each child’s developmental status and provide direct and appropriate support and extension of their activities based on developmentally appropriate key experiences.

To that aim our program will:

  1. Focus on developmentally appropriate practices that are stimulating and based on those characteristics of young children that are crucial to their growth and development.
  2. Encompass research based teaching practices, relationships with parents, and partnerships with community resources and agencies; and utilize a variety of materials, equipment, technology and supplies that will enhance the learning environment.
  3. Recognize the parent and family as the most vital link to the child’s development.
  4. Provide ongoing professional staff development and parent training in early childhood issues